Department of Marketing Management
MKT 702: Advanced Marketing Management
Fall 2025, Section 021
VIC 103, Tuesdays 1 – 4 pm
Instructor Information
1
Email/Communication Policy
1
Posting of Grades and Feedback on Work
1
Course Description
2
Course Overview
2
Evaluation
3
Assignment Instructions & Rubrics
4
Reading Lists
11
Topics and Course Schedule
12
Instructor Information
Instructor Name: Mathieu Lajante, Ph.D.
Office Location: TRS 1-089
Office Hours: By appointment only
Email Address:
mathieu.lajante@torontomu.ca
Email/Communication Policy
For questions, you can email the instructor at the above email address. Emails sent Monday through Friday will
generally be answered within 24 to 48 hours. Students are required to activate and maintain a Toronto Metropolitan
University e-mail account. This shall be the official means you will receive university & course communications.
Faculty will not respond to student inquiries from any other e-mail address. See Pol# 157, which can be found at
http://www.torontomu.ca/senate/policies/, for further information on this issue.
Students should provide their full name and course code/section, along with all correspondence sent via
email.
Posting of Grades and Feedback on Work
Grades on assignments and tests will be posted on the course's D2L site. Midterms and Final Exams will not be
returned, but students can discuss exam-related questions with the instructor during office hours.
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Course Description
This advanced course provides a deep understanding of integrating all marketing functions, practices, and theories to
address strategic problems and challenges. Case studies, class discussions, and small group projects allow you to apply
your knowledge and skills while experiencing real business situations and the challenges of developing effective
marketing strategies in a dynamic business environment. (Transfer credits will not be granted).
• Weekly Contact: Lecture: 3 hrs.
• GPA weight: 1.00
• Billing Units: 1
• Count: 1.00
• Prerequisites: MKT 500 and (MKT 510 or MKT 600)
Course Overview
COURSE POSITIONING
This course offers a critical examination of how marketing operates within the context of algorithmic capitalism. It
examines the material conditions and power imbalances influencing digital markets, consumer surveillance,
automation, and algorithmic governance. Students investigate the real-world effects of marketing on consumers,
employees, and institutions, using a combination of academic theory, current events, and personal experience. The
course encourages critical thinking, practical analysis, and reflexivity through collaborative and individual projects.
COURSE FORMAT
This course is taught in person. Attendance is required. Each session is divided into two 90-minute segments:
•
•
Lecture-Seminar (90 mins): Framing lecture, guided dialogue, and applied theory
Critical Studio (90 mins): Group-based project work and consultation sessions
TEACHING PHILOSOPHY
This course is based on materialist critical pragmatism. It considers learning a reflective process rooted in real-world
observation and collaborative sense-making. Students are viewed not as passive recipients of knowledge, but as
analysts of their environments. The focus is on critical thinking, practical insight, and emancipatory learning, rather
than rote memorization. Grades are used to assess understanding and application of course material, not to enforce
attendance or control behavior.
LEARNING OBJECTIVES
By the end of the course, students will be able to:
1.
2.
3.
4.
5.
Identify the core mechanisms and ideologies underpinning algorithmic capitalism
Analyze the social, ethical, and economic impacts of digital marketing systems
Apply critical marketing theories to real-world platforms and market behaviors
Create collaborative outputs that demonstrate reflective and applied understanding
Engage in constructive dialogue and peer learning in a studio environment.
REQUIRED MATERIALS
•
•
No textbook. Weekly academic papers and selected media will be posted on D2L.
Students must use free/open-source tools: draw.io, Etherpad, Google Docs, OBS, Canva (Free), etc.
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Evaluation
The grade for this course is composed of the sum of the points received for each of the following components:
Assignments
Delivery
Percent
Due
Critical marketing logbook (6 entries)
24%
Sept. 15, 22, 29, Oct. 27, Nov. 03,
and 10 at 11:59 p.m.
Provocation video
12%
October 06, at 11:59 p.m.
Open-resource take-home exam
22%
October 09, at 11:59 p.m.
Guest talk reflections (2 entries)
7%
Algorithmic platform analysis
20%
November 10, at 11:59 p.m.
15%
November 24, at 11:59 p.m.
+3% (optional)
November 25, at 11:59 p.m.
Individual
Collaborative concept map +
Walkthrough
Bonus: Industry-ready portfolio
#1: October 03, at 11:59 p.m.
#2: November 21, at 11:59 p.m.
Group
Individual
ASSIGNMENT SUBMISSION & INTEGRITY
•
•
•
•
•
All submissions must be uploaded to D2L.
AI Use Transparency Clause: If students utilize ChatGPT or similar tools, they must disclose: (1) the tool
used, (2) their prompt, and (3) how they adjusted the output. Failing to do so constitutes academic
misconduct.
Academic integrity policies follow TMU Senate Policy 60.
No summative assessments may be due during the last week of the semester in compliance with Policy 166.
Students will receive at least 20% of their final grade by Week 7 through the Provocation Video (12%), early
Logbook entries (9%), and Guest Talk Reflection #1 (3.5%), ensuring full compliance with Senate policy.
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Assignment Instructions & Rubrics
CRITICAL MARKETING LOGBOOK (INDIVIDUAL / 24%)
Fill out a personal field journal where you reflect on real-life marketing phenomena through the lens of course
concepts.
Instruction
1.
Create your logbook. Use Google
YourName_MKT702_Logbook.
Docs
or
Etherpad.
Create
a
document
titled:
2.
Make six entries total. Each entry = 300 words (about ¾ of a page). Include a screenshot, photo, or transcript
as evidence (e.g., an ad, algorithm interface, news story, receipt, or social media pattern)
3.
Follow this structure for each entry:
• What did I observe? (Brief description of the marketing phenomenon)
• What course concept does this relate to? (Mention the theory or reading.)
• Why does this matter? (Brief reflection on its implications)
4.
Logbooks are due every week. Submit the document as a PDF to D2L.
Tips: View your commute, work, or digital life as a test site. Entries don’t need to be academic; just thoughtful and
well-supported.
Grading Rubric
Criterion
Excellent (5)
Observation Quality
Good (4)
Fair (3)
Poor (1–2)
Unique, specific, and richly Clear and
detailed
relevant
Generic or
underdeveloped
Vague or off-topic
Connection to Theory
Insightful application with
accurate reference
Good attempt,
minor errors
Weak or vague
reference
No clear
connection
Evidence/Documentation
Image/screenshot supports
analysis
Adequate visual
Missing or unclear
aid
Total: /15 → scaled to 3% for each entry (total = 24%)
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No visual
documentation
PROVOCATION VIDEO (INDIVIDUAL / 12%)
Record a short selfie-style video where you challenge one marketing myth you think we should retire.
Instructions
1.
2.
3.
4.
5.
Pick a marketing myth. Example: “Marketers create value,” or “Data is neutral,” or “AI will replace all jobs.”
Use one course reading. Reference a theory or quote from any of our weekly readings. State it clearly in your
video.
Record your video
• Use your phone, laptop camera, or any app.
• 4-5 minutes.
• Speak directly to the camera. No slides or editing needed.
Structure:
• Introduce yourself and the myth
• Explain what’s wrong with it
• Use your example + course reading
• Share why this matters to you
Submit:
• Upload the MP4 or YouTube unlisted link to D2L
• Due: Week 5
Grading rubric
Criterion
Excellent (5)
Good (4)
Fair (3)
Argument
Clarity
Clear, compelling thesis
Coherent, mostly
focused
Wanders or weakly
Confusing or unclear
stated
Use of Course
Material
Accurately cites reading,
connects deeply
References are present Weak or generic
but shallow
connection
No reference to
course content
Delivery &
Presence
Engaging, confident,
professional tone
Natural delivery, minor Low energy or
stumbles
unclear audio
Flat, monotone, or
mumbled
Total: /15 → scaled to 12%
Page 5 of 18
Poor (1–2)
OPEN-RESOURCE TAKE-HOME EXAM (INDIVIDUAL / 22%)
This essay-style exam must be done at home over 48 hours.
Instructions
1.
2.
3.
4.
In Week 6, you’ll receive two essay prompts on D2L
(e.g., Compare how Walmart vs. Spotify use data extraction in algorithmic capitalism)
Choose ONE prompt
Write a 1,500-word essay (about three pages)
• Use at least two course readings
• Use examples from your observations
▪ You can use ChatGPT—but if you do, include a short note explaining what you used it
for, your prompt, and what you edited.
Submit as a Word or PDF file to D2L by the deadline.
Grading rubric
Criterion
Excellent (5)
Argumentation
Good (4)
Fair (3)
Poor (1–2)
Strong thesis, logically Clear points, minor
structured
lapses
Wandering or
inconsistent
Confused or
incoherent
Integration of
Readings
Theories are applied
with nuance
Readings used but
not deeply
Shallow or
inaccurate
No meaningful use of
readings
Evidence and
Reasoning
Concrete, persuasive
examples
Some evidence,
loosely tied
Weak or generic
examples
Pure assertion
Writing Quality
Clear, engaging prose
Mostly clean, minor Grammar or clarity Hard to read or poorly
issues
errors
edited
Total: /20 → scaled to 22%
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GUEST TALK REFLECTIONS (INDIVIDUAL / 2*3.5%)
Instructions
After each guest speaker, you’ll write a short reflection on what you learned:
1.
2.
3.
4.
Attend or watch the guest talk
Pick one quote from the speaker that resonated with you and explain its relevance.
Write 200–250 words:
• What was said?
• Why did it matter to you?
• How does it link to the course?
Reflections must be submitted via D2L within 48 hours of the guest talk. Only students who attend the talk
are eligible to submit a reflection. Students who do not attend will not be permitted to submit and will
receive a grade of zero for this assignment.
Grading rubric (per entry)
Criteria
Excellent (5)
Good (4)
Relevance &
Connection
Insightful connection to
talk content and course
themes
Adequate connection with Limited connection;
some critical engagement lacks depth
Off-topic or
unclear
Use of
Quotation
Well-integrated and
interpreted quote
Relevant quote included
and explained
Quote included, but
lacks interpretation
No quote or not
relevant
Writing Quality
Clear, polished, wellstructured
Mostly clear and
organized
Some clarity issues
Poorly written
or confusing
Total: /15 → scaled to 3.5% per entry
Page 7 of 18
Fair (3)
Poor (1–2)
ALGORITHMIC PLATFORM ANALYSIS (GROUP PROJECT / 20%)
In this group project, you will critically examine a real-world marketing algorithm or platform that shapes consumer
experience, such as TikTok, Spotify, Uber, Amazon, Instagram, or Google Maps.
Instead of writing a paper, your group will create a visual analysis deck (six slides) that demonstrates how the platform
functions, what power dynamics it contains, and how these affect users and markets. You’ll support your analysis with
publicly available data (e.g., screenshots, settings, observed patterns) and course theory.
Instructions
Part 1: Team Formation & Topic Selection (Weeks 1-3)
1.
2.
3.
Form a group of 5 students. You can self-select or use D2L tools during studio time.
Choose one marketing-related platform or algorithm. Examples:
• TikTok: How the “For You Page” creates feedback loops based on race, language, or location.
• Spotify: How the algorithm shapes genre discovery and artist visibility.
• Uber Eats: Surge pricing, delivery rankings, and access.
• Amazon: Search result manipulation and sponsored content placement.
• Google Maps: How business reviews and map positioning alter access to local services.
Submit your topic to the instructor for approval via the D2L discussion board by the end of Week 3 (Sunday
midnight).
Part 2: Platform Observation (Weeks 3–8)
4.
Collect publicly available data to support your analysis:
o Screenshots of interfaces or recommendation patterns
o Diary tracking of how results change based on account type, settings, or usage
o Visual comparisons of different accounts or search terms
o Text from platform policies or public-facing documentation
o Articles or press coverage about the algorithm in question
Important: You are not allowed to use plug-ins, scrape data, or conduct experiments that would require ethical
approval.
Part 3: Slide Deck and Commentary (Due Week 9)
5.
6.
7.
Create a 6-slide deck with the following structure:
• Slide 1 – Introduction: Name the platform. Briefly explain what it does and why it matters in
marketing.
• Slide 2 – How the algorithm works: Summarize what the algorithm does (e.g., personalization,
ranking, filtering).
• Slide 3–5 – Evidence + Analysis: Present screenshots and visual examples. For each, connect to
one or more course theories (e.g., datafication, surveillance capitalism, personalization,
commodification).
• Slide 6 – Implications: Explain how the algorithm affects consumers, workers, brands, or society
more broadly.
Write a 300-word team commentary (PDF or Word doc):
• Explain how your group approached the analysis
• Identify 2–3 key concepts or readings used
• Reflect on what you learned
Submit your slides and commentary in a ZIP folder to D2L by the deadline in Week 9.
Grading Rubric
Criterion
Excellent (5)
Good (4)
Analytical
Insight
Shows solid
Demonstrates deep understanding of
understanding with
how the platform operates and who
some critical
it benefits/disadvantages
interpretation
Page 8 of 18
Fair (3)
Poor (1–2)
Descriptive more Lacks clarity or
than analytical
understanding
Criterion
Excellent (5)
Good (4)
Use of
Evidence
Screenshots or visuals strongly
Examples are mostly
support the argument; examples are relevant and
well-chosen and clearly explained understandable
Connection to Concepts from the course are wellTheory
integrated and applied
Fair (3)
Links to readings are
accurate, but surfacelevel
Poor (1–2)
Some visuals are No real evidence
unclear or
or poorly
weakly linked
presented
Theory present No relevant
but misapplied or theoretical
vague
content
Structure &
Clarity
The deck is well-organized, visually Mostly clear with
Unpolished or
coherent, and the message is easy to minor design or logic confusing at
follow.
issues
times
Commentary
Quality
Clear and reflective with
meaningful insights and correct
referencing
Reasonable summary
with some group
reflection
Disorganized or
hard to interpret
Incomplete or
Vague or rushed
superficial
commentary
response
Total: /25 → scaled to 20%
COLLABORATIVE CONCEPT MAP + WALKTHROUGH (GROUP PROJECT/ 15%)
Instructions
1. With your group, create a concept map on draw.io.
2. Include 8–10 concepts from the course.
3. Show relationships visually between your concepts using arrows, phrases, or annotated shapes.
4. Record a 3-minute narrated walkthrough using OBS or Shotcut.
5. Submit the map (.pdf/.png) and the video file/link on D2L by Week 11.
Grading Rubric
Criteria
Excellent (5)
Concept
Coverage
Good (4)
Fair (3)
Poor (1–2)
Includes 10+ concepts;
8–9 concepts with
deep understanding shown solid links
6–7 concepts; basic
connections
Fewer than six
concepts; weak
understanding
Visual Structure
Highly organized, visually Clear layout with
clear, and readable
minor visual flaws
Some structure,
slight clutter
Disorganized or hard
to follow
Relational Logic
Connections are logical,
annotated, and insightful
Most connections
are logical and
explained
Some unclear or
undeveloped
connections
Few connections;
mostly unclear or
missing
Walkthrough
Explanation
Clear, concise, engaging 3Mostly clear; hits
minute video with key
key points
takeaways
Total: /20 → scaled to 15%
Page 9 of 18
Incomplete or overly Missing or off-topic
brief
video
CAREER-READY PORTFOLIO BONUS (INDIVIDUAL / +3% OPTIONAL)
Instructions:
1.
2.
3.
Compile your top assignments (logbook entries, concept map, provocation video script, exam excerpt,
algorithm analysis slides)
Add a one-page reflective preface: “If I had to explain marketing in algorithmic capitalism to a future
employer, this is what I’d say—and here’s what I learned.”
Submit as a single, well-formatted PDF via D2L for Week 12
Grading Rubric
Criteria
Excellent (5)
Good (4)
Fair (3)
Poor (1–2)
Assignment
Selection
3+ diverse, well-chosen,
high-quality assignments
3 relevant
assignments
included
2 assignments or
uneven quality
1 or fewer
assignments; low
quality
Revision &
Polish
Assignments revised with
polish and professionalism
Minor revisions
evident
Little revision or
polish
No revision; rough
submissions
Preface &
Framing
1-page intro connects work
to goals and industry roles
Clear intro with
basic context
Preface vague or
general
No intro or unclear
purpose
Design &
Presentation
Compiled as a cohesive,
visually professional PDF
Clean and readable Inconsistent formatting Disorganized, hard to
layout
or unclear structure
read
Total: /20 → scaled to 3%
Important! There is no deadline extension or make-up exam if you fail to complete your assignments on time. If
unforeseen circumstances prevent you from completing your assignment on time, you are responsible for applying for
an Academic Consideration Request in due time. If the administration validates your ACR, I will consider the situation
and see how to resolve it. Without a valid ACR, there will be no arrangement or consideration.
Student research pool participation – up to 2% bonus
Students in select courses, including this class, can earn extra credit towards their final grade by participating in the
Student Research Pool as a research participant.
● Maximum of 2% BONUS per semester
● Bonus can be applied to one (1) participating class per semester
● The credit cannot be used to change a failing grade to a passing grade
● Bonus cannot be split across participating courses
● Credits earned above 2% cannot be carried forward to the following semester
Access to the system requires two-factor authentication, which is consistent with other TMU systems. To learn more
about the SRP, you can watch the Intro video using the following link:
https://drive.google.com/file/d/1bVGvWU1xLgdIZS98JthEz6ejuXn6Do-1/view?usp=sharing
Make sure you are logged in using your TMU email for access. To participate and earn the bonus, you must sign up
for the research pool and create an account at http://torontomu-trsm.sona-systems.com/
Page 10 of 18
Reading Lists
Mandatory: The papers are accessible via D2L.
1.
Zuboff, S. (2019). Surveillance capitalism and the challenge of collective action. In New Labor Forum (Vol.
28, No. 1, pp. 10-29). Sage CA: Los Angeles, CA: SAGE Publications.
2.
Hollstein, B., & Rosa, H. (2023). Social Acceleration: A Challenge for Companies? Insights for business
ethics from resonance theory. Journal of Business Ethics, 188(4), 709-723.
3.
Darmody, A., & Zwick, D. (2020). Manipulate to empower: Hyper-relevance and the contradictions of
marketing in the age of surveillance capitalism.
Big Data &
Society, 7(1).
https://doi.org/10.1177/2053951720904112
4.
Samuel, A., White, G. R., Thomas, R., & Jones, P. (2021). Programmatic advertising: An exegesis of
consumer concerns. Computers in Human Behavior, 116, 106657.
5.
Lajante, M., Remisch, D., & Dorofeev, N. (2023). Can robots recover a service using interactional justice as
employees do? A literature review-based assessment. Service Business, 17(1), 315-357.
6.
Ozay, D., Jahanbakht, M., Shoomal, A., & Wang, S. (2024). Artificial Intelligence (AI)-based Customer
Relationship Management (CRM): a comprehensive bibliometric and systematic literature review with
outlook on future research. Enterprise Information Systems, 18(7), 2351869.
Page 11 of 18
Topics and Course Schedule
Week Date
Topic
Deliverable Focus
1
Sep. 02
Introduction + Course overview
Group formation
2
Sep. 09
Macromarketing
Read Paper #1: Zuboff (2019)
3
Sep. 16
Consumer Behavior
Read Paper #2: Hollstein and Rosa (2023)
Submit Logbook #1
4
Sep. 23
Marketing Intelligence & Targeting
Read Paper #3: Darmody and Zwick (2020)
Submit Logbook #2
Concept Map checkpoint
5
Sep. 30
Guest Lecture #1
Submit Provocation Video
Submit Logbook #3
Submit Guest Talk Reflection #1
6
Oct. 07
Take-Home Exam
Oct. 14: Study week
7
Oct. 21
Communication
Read Paper #4: Samuel et al. (2021)
8
Oct. 28
Services
Read Paper #5: Lajante et al. (2023)
Submit Logbook #4
9
Nov. 04
Customer Relationship Management
Read Paper #6: Ozay et al. (2024)
Submit Logbook #5
10
Nov. 11
Portfolio Draft Workshop (Bonus
Optional) + Concept Map
Finalization
Submit Logbook #6
11
Nov. 18
Guest Lecture #2
Concept Map and Walkthrough Video
Guest Talk Reflection #2
12
Nov. 25
Futures & Final Reflections
Page 12 of 18
Marketing Management Department Policies
All communication about the course or material related to the course will be posted on the D2L course site. In
addition, all student study resources can be accessed through D2L. Students are expected to check the site regularly
for updates. Note that students are strictly prohibited from downloading and distributing any content posted
on D2L or any lectures taking place in class under university regulations on academic integrity and
intellectual property laws.
Course Management
Every effort will be made to manage the course as stated. However, adjustments may be necessary during the term at
the discretion of the instructor. If so, students will be advised, and alterations will be discussed prior to
implementation in class and through an announcement on D2L.
Tests and Assignments
Students must complete all quizzes, tests, and exams as scheduled. Failure to do so will result in a grade of zero.
Grade Fairness: Fairness requires that all students be evaluated using the criteria set out in this course outline. The
evaluation criteria are based on objective assessments and do not include subjective components. Therefore, claims
of an excellent academic history, good attendance record, need to obtain or maintain a scholarship, desire to major in
marketing or other personal issues, cannot be used to justify a higher grade or a reweighting of course components.
There is no extra work or assignments available for extra credit or to “make up” for a component that was performed
poorly. Such inquiries can be subject to academic misconduct charges.
Course Materials and Academic Integrity: Under university policy, students are strictly prohibited from screen
grabbing, recording, or downloading and distributing the content made available to them on D2L or in the
classroom. This includes all content that is posted on D2L, including but not limited to PowerPoint slides, weekly
metrics mastery quizzes, practice tests, and exams, as well as the lecture content provided by the instructor during
scheduled class time. If you are caught distributing the content within the D2L, that is grounds for academic
misconduct.
Harassment: It has become apparent that situations occur where students use inappropriate communication with
Faculty/Instructor/Staff members which can border on harassment. The Department of Marketing Management
does not tolerate such behaviour. Additionally, TMU Senate Policy 61 (STUDENT CODE OF NON-ACADEMIC
CONDUCT) is clear about the type of behaviour that is considered grounds for non-academic misconduct.
Policy 61 defines harassment as “unwelcome remarks, words, actions or contact; verbal abuse; non-verbal abuse;
unwelcome gestures; distributing malicious or untrue information about community members - unwanted physical
or verbal behaviour that is known or should be known to be unwelcome, humiliating, threatening, or demeaning.
This includes conduct that arises from, or is motivated, in whole or in part, by bias, prejudice or stereotypes of a
community member or group’s personal characteristics as defined in the Discrimination and Harassment Prevention
Policy. The conduct may include a serious one-time or ongoing/repeated incident.”
The Department of Marketing Management has decided that it will not tolerate such behaviour and will begin to
document student behaviour by communicating with the offending student about their behaviour and a copy will be
sent to the Department chair as well as the marketing student advisor. For those offending students who are not
“Marketing Program” students, a copy will also be sent to the chair of their home program department. The student
advisor will track the offences by student number and as appropriate, students who demonstrate repeated patterns of
behaviour will be called into a meeting to address the behaviour.
Page 13 of 18
University Policies
Students must be reminded that they are required to adhere to all relevant university policies found in their online
course shell in D2L and/or on the Senate website.
Academic Integrity
· Course Delivery and Academic Integrity: Under university policy, students are strictly prohibited from
screen grabbing, recording or downloading, and distributing the content made available to them on D2L
or in the classroom. This includes all content that is posted on D2L, including but not limited to
PowerPoint slides, weekly metrics mastery quizzes, practice tests, and exams, as well as the lecture
content provided by the instructor. If you are caught distributing the content within the D2L, that is
grounds for academic misconduct.
· Toronto Metropolitan University’s Policy 60 (now called the Academic Integrity Policy) applies to all
students at the University. The policy and its procedures are triggered in the event that there is a
suspicion that a student has engaged in a form of academic misconduct. Forms of academic misconduct
include plagiarism, cheating, supplying false information to the University, and other acts. The most
common form of academic misconduct is plagiarism.
· Plagiarism is a serious academic offence and penalties severe. In any academic exercise, plagiarism
occurs when one offers as one’s own work the words, data, ideas, arguments, calculations, designs or
productions of another without appropriate attribution or when one allows one’s work to be copied. All
academic work for this course must be submitted using APA citation style (See the Toronto
Metropolitan University Library for APA style guide references:
https://learn.library.torontomu.ca/citationhelp/apa).
· It is assumed that all examinations and work submitted for evaluation and course credit will be the
product of individual effort, except in the case of team projects arranged for and approved by the course
instructor. Submitting the same work to more than one course, without instructors’ approval, is also
considered plagiarism.
· For more detailed information on these issues, please refer to the Student Code of Academic Conduct
(see Pol#60 at https://www.torontomu.ca/senate/policies/academic-integrity-policy-60/ and the
Academic Integrity Website (https://www.torontomu.ca/academicintegrity/).
Turnitin or another originality detection software (if used in this course)
Turnitin.com is an originality detection and plagiarism prevention service to which TMU subscribes. It is a tool to
assist instructors in determining the similarity between students’ work and the work of other students who have
submitted papers to the site (at any university), internet sources, and a wide range of books, journals and other
publications. While it does not contain all possible sources, it gives instructors some assurance that students’ work is
their own. No decisions are made by the service; it generates an “originality report,” which instructors must evaluate
to judge if something is original/plagiarized.
Students agree by taking this course that their written work will be subject to submission for textual similarity
review to Turnitin.com. Instructors can opt to have student’s papers included in the Turnitin.com database or not.
Use of the Turnitin.com service is subject to the terms-of-use agreement posted on the Turnitin.com website.
Students who do not want their work submitted to this plagiarism detection service must, by the end of the second
week of class, consult with their instructor to make alternate arrangements.
Page 14 of 18
Even when an instructor has not indicated that a plagiarism detection service will be used, or when a student has
opted out of the plagiarism detection service, if the instructor has reason to suspect that an individual piece of work
has been plagiarized, the instructor is permitted to submit that work in a non-identifying way to any plagiarism
detection service.
Academic Consideration
· Student Health certificates – If a student misses a deadline for an assignment, a test or an examination
because of illness, he/she must submit a academic consideration request (ACR) and a health
certificate form (which can be found at https://www.torontomu.ca/senate/policies/academicconsideration-policy-167/) to their program office with a copy by email to the instructor, within
3 working days of the missed assignment deadline, test or examination. The program office will
notify the instructor that the documents have been received. It is the student’s responsibility to make
arrangements with the instructor for a make-up assessment.
· Accommodation of Student Religious, Aboriginal and Spiritual Observance -- If a student needs an
accommodation because of religious observance, he or she must submit a Request for
Accommodation of Student Religious, Aboriginal and Spiritual Observance AND an Academic
Consideration form within the first 2 weeks of the class or, for a final examination, within 2 weeks
of the posting of the examination schedule to their program office with a copy by email to the
instructor. If the required absence occurs within the first 2 weeks of classes, or the dates are not
known well in advance as they are linked to other conditions, these forms should be submitted with
as much lead time as possible in advance of the required absence. Both documents are available at
https://www.torontomu.ca/senate/policies/accommodation-of-student-religious-aboriginal-andspiritual-observance-policy-150/
· Other requests for Academic Consideration not related to medical or religious observation must be
submitted in writing together with the Academic Consideration form. The form must clearly state
the reasons for the request and describe the events or circumstances that seriously impair the
student’s ability to meet their academic obligations, and that are beyond the student’s control. When
possible, supporting documentation must be attached to the form. The office will notify the
instructor once they have received the request.
· Students who need academic accommodation support - should register with the Academic
Accommodation Support office (AASO - formerly called the Access Centre) – visit
http://www.torontomu.ca/studentlearningsupport/index.html Before the first graded work is due,
registered students should inform their instructors through an “Accommodation Form for
Professors” that they are registered with Academic Accommodation Support and what
accommodations are required. It is the student’s responsibility to ensure the instructor has
received their accommodation form. If you have not received a confirmation email from the
instructor within the first two weeks of class, you can assume the instructor has not received
your form and you should follow up with the AASO. It is the student’s responsibility to schedule
any mid-terms and final exams with the AASO. The AASO mid-term and final exam MUST BE
SCHEDULED ON THE SAME DATE AND TIME AS THE IN-CLASS scheduled mid-term and
final exam. If the same date and time are not scheduled, your request for an accommodated midterm and/or final exam will not be approved and you will have to write with the rest of the class.
· Regrading or recalculation – These requests must be made, in writing (email), to the instructor within
10 working days of the (electronic) return of the graded assignment or the posting of grades on D2L.
The requests must be specific and detailed, with reference to the grading rubric provided, with
reasons as to why the original grade was inappropriate, including any evidence from course notes,
textbooks, etc. Asserting that the work deserves more marks or that the student disagrees with
the mark is not sufficient support for the reassessment. For regrading of group work, all group
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members must agree to have the work reassessed. These are not grounds for appeal, but are matters
for discussion between the student and the instructor.
· Submission of the Academic Consideration form and all supporting documentation to your program
office does not relieve you of the responsibility to NOTIFY YOUR INSTRUCTOR of the
problem as soon as it arises, and to contact the instructor again after the documents have been
submitted in order to make the appropriate arrangements.
· If you do not have a justifiable reason for an absence and/or have not followed the procedure described
above, you will not be given credit or marks for the work missed during that absence.
· If the course timetable permits, students who miss a major test or examination (worth more than 5%)
for a justifiable reason may be given an opportunity to write a makeup test or examination on a
designated day in a designated location to be determined by the instructor. All make-up tests and
examinations will be in essay format. If the course timetable does not permit a makeup to be
scheduled, the marks will be added to the final examination. The alternative of whether a makeup or
addition to the final exam is chosen, is solely up to the instructor. If a student misses a makeup
midterm or final exam for any reason (include medical reasons), the student will receive a grade of
zero for that assessment.
· For more detailed information on these issues, please refer to Senate Policy 167 at
https://www.torontomu.ca/senate/policies/academic-consideration-policy-167/ (Undergraduate
Academic Consideration and Appeals) and Senate Policy 150 at
https://www.torontomu.ca/senate/policies/accommodation-of-student-religious-aboriginal-andspiritual-observance-policy-150/. (Accommodation of Student Religious, Aboriginal and Spiritual
Observance).
Remote or Virtual Learning
· The University has issued a minimum technology requirement for remote learning. If you require
students to have access to specific equipment (webcam, microphone) or computer programs, let
students know any necessary specifications and any supports that might be available to them. If
you are using D2L Brightspace, you can direct students to resources for using D2L Brightspace.
· If using Zoom or Google Meet for class meetings, it is strongly encouraged that student privacy and
access to technology be considered before students are asked to turn on their webcam video.
Standard for Written Work
· Students are expected to use an acceptable standard of business communication for all assignments.
You are encouraged to obtain assistance from the Writing Centre
(https://www.torontomu.ca/student-life-and-learning/learning-support/writing-support/) for help
with your written communications as needed. The Library provides research workshops and
individual assistance as well. Inquire at the Reference Desk on the second floor of the library, or go
to https://learn.library.torontomu.ca/marketing.
Maintaining a Professional Learning Environment
· During class time, except in emergency situations, laptop computers, cell phones and other electronic
devices may only be used for academic activities (e.g., note-taking, class presentations). Students
not complying with this requirement may be asked to leave the class.
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Midterms and Examinations
· During midterms and examinations, students must display their Toronto Metropolitan University
photo ID cards. All electronic devices, such as cell phones and mp3 players are prohibited.
Students are also not permitted to wear hats or to have food or drink (unless it is in a clear
container with no label).
· For more detailed information on examination policies, please refer to
Pol#135 at http://www.torontomu.ca/senate/policies/.
Academic Grading Policy
· Evaluation of student performance will follow established academic grading
policy outlined in the Toronto Metropolitan University GPA Policy (See
Pol#46 at http://www.torontomu.ca/senate/policies/.
· The grading system is summarized below:
Definition
Excellent
Good
Satisfactory
Marginal
Unsatisfact
oy
Letter
Grade
Grade
Point
Conversion
Range
A+
4.33
90-100
A
4.00
85-89
A-
3.67
80-84
B+
3.33
77-79
B
3.00
73-76
B-
2.67
70-72
C+
2.33
67-69
C
2.00
63-66
C-
1.67
60-62
D+
1.33
57-59
D
1.00
53-56
D-
0.67
50-52
F
0.00
0-49
Important Resources Available at Toronto Metropolitan University
· The Library provides research workshops and individual assistance. If the University is open, there is a
Research Help desk on the second floor of the library, or students can use the Library's virtual
research help service at https://library.torontomu.ca/ask/ to speak with a librarian.
· Student Life and Learning Support offers group-based and individual help with writing, math, study
skills, and transition support.
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· TMU COVID-19 Information and Updates for Students summarizes the variety of resources available
to students during the pandemic.
· TMU COVID-19 Vaccination Policy
· Information on Copyright for Faculty and students.
Accessibility
· Similar to an accessibility statement, use this section to describe your commitment to making this
course accessible to students with disabilities. Improving the accessibility of your course helps
minimize the need for accommodation.
· Outline any technologies used in this course and any known accessibility features or barriers (if
applicable).
· Describe how a student should contact you if they discover an accessibility barrier with any course
materials or technologies.
Academic Accommodation Support
Academic Accommodation Support (AAS) is the university's disability services office. AAS works directly with
incoming and returning students looking for help with their academic accommodations. AAS works with any
student who requires academic accommodation regardless of program or course load.
· Learn more about Academic Accommodation Support
· Learn how to register with AAS
Academic Accommodations (for students with disabilities) and Academic Consideration (for students faced with
extenuating circumstances that can include short-term health issues) are governed by two different university
policies. Learn more about Academic Accommodations
Wellbeing Support
At Toronto Metropolitan University (TMU), we recognize that things can come up throughout the term that may
interfere with a student’s ability to succeed in their coursework. These circumstances are outside of one’s control
and can have a serious impact on physical and mental well-being. Seeking help can be a challenge, especially in
those times of crisis.
If you are experiencing a mental health crisis, please call 911 and go to the nearest hospital emergency room. You
can also access these outside resources at any time:
●
●
●
Distress Line: 24/7 line for if you are in crisis, feeling suicidal or in need of emotional support (phone:
416–408–4357)
Good2Talk: 24/7-hour line for postsecondary students (phone: 1-866-925-5454)
Keep.meSAFE: 24/7 access to confidential support through counsellors via My SSP app or 1-844-451-9700
If non-crisis support is needed, you can access these campus resources:
●
●
●
Centre for Student Development and Counselling: 416-979-5195 or email csdc@torontmu.ca
Consent Comes First – Office of Sexual Violence Support and Education: 416-919-5000 ext: 553596 or
email osvse@torontomu.ca
Medical Centre: call (416) 979-5070 to book an appointment
We encourage all Toronto Metropolitan University community members to access available resources to ensure
support is reachable. You can find more resources available through the Toronto Metropolitan University Mental
Health and Wellbeing website.
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